| This study examined the teacher’s competencies in implementing the new Competence-Based Curriculum(CBC)in grades 1-4 in Kenya.CBC was developed by the Kenya Institute of Curriculum Studies(KICD)and rolled out in 2018 to replace the Curriculum(8.4.4 curriculum),established in 1985.The 8.4.4 curriculum was criticized for inefficiencies related to content overload,high-stake summative examinations that decide it all,and misalignments between school levers’ overall skillset vis-a-vis labor market demands.The present study investigated the new CBC implementation and examined the teachers’ competencies,perceptions,and challenges regarding the implementation of the new Curriculum.It further investigated the impact of the professional development and induction programs on the effective implementation of CBC.The study worked with one primary hypothesis that teachers were using the new Curriculum’s required competencies.Study participants were selected through purposive random sampling and snowballing sample design using a structured online questionnaire from 163 primary school teachers and headteachers in Busia and Bungoma Counties in Kenya.The results revealed that in terms of the confidence level of implementing CBC,56.9%,40.1%,and 2.9%of the teachers were above average,below average,and average,respectively.73.1%,19.2%,and 7.7%of the school headteachers reported full,partial,and none implementation of CBC,respectively.There was a statistically significant correlation between CBC implementation’s confidence and level of using ICT(r=.477,p=.000).On whether teachers had acquired competencies to implement CBC after training effectively,54%disagreed while 46%agreed,and whether learner assessment in CBC was easier than 8.4.4 curriculum,72.9%disagreed while 27.1%agreed.The results revealed a gap between CBC teacher training and induction and what is implemented currently at grade 1-4 in terms of teacher competencies,methodology,learning resources,teachers’ level of confidence in implementing CBC,and assessment of learners,which are vital elements for successful implementation of CBC.Assessing teachers’ competency for implementing CBC was imperative to the researcher and the country due to the Curriculum’s novelty in the country.These results have shown disparities in teachers’ competencies,teaching methodologies,training quality,teaching resources,and challenges that hinder teachers from implementing CBC with fidelity.Any education program’s success solely lies in the teacher’s competency,and hence they should be actively engaged and empowered during the implementation process.The researcher recommends that the education ministry develops a proper framework on initial teacher selection and training and concern-based continuous professional development(CPD).Furthermore,establish research-based teaching and ICT centers in rural areas,and adopt an open-door policy for national and international student teachers for collaboration. |
